Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
The XXXX, a regional, teaching-focused institution, does not have a separate review and acceptance procedure for incoming engineering students. If accepted by the university, then the student is a member of the engineering program by simply declaring an engineering major. While open enrollment allows a diverse group of students to pursue engineering, it also leads to challenges related to student preparedness and retention. As documented in prior work, the Introduction to Civil Engineering course was successfully redesigned following a student success model. In addition to curricular reforms, a variety of co-curricular efforts have been implemented to encourage student retention, including supplemental instruction, STEM-focused tutoring sessions, STEM freshmen outreach events, mentoring events for minority students, and access to individual tutors. In this paper, we will describe our holistic approach to student success, with emphasis on analyzing the impacts on civil engineering student retention over past years. In addition to evaluating the impacts of our student success initiatives on a program level, we will also capture the impacts on a student-level. To accomplish this, we will use a short survey to identify and select a sample of civil engineering students with varying SAT/ACT scores who either frequently, sometimes, or never utilize academic support resources. Next, we will develop a semi-structured interview protocol targeted at capturing students’ individual experiences related to the first year course and attending (or not attending) co-curricular support activities. Student interviews will be recorded, transcribed, and open-coded to identify patterns in students’ experiences. Ultimately, we will use outcomes from our program- and student-level analyses to evaluate the effectiveness of our current first year initiatives, with emphasis on identifying strengths and opportunities for improvements. In addition, we seek to identify incentives and barriers to attendance at first-year events and support services in order to identify departmental and institutional strategies for encouraging students to be active participants in academic success.
Watson, M. K., & Martin, A. K., & Welch, R. W., & Bower, K. C. (2018, June), Board 51: Examining the Impacts of Academic and Community Enrichment Resources on First-Year Civil Engineering Students Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30051
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